Wednesday, 9:15-10:30, Salon C. Group-Based Interventions for Tier 2 An Overview of Research...
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Transcript of Wednesday, 9:15-10:30, Salon C. Group-Based Interventions for Tier 2 An Overview of Research...
• Wednesday, 9:15-10:30, Salon C
Group-Based Interventions for Tier 2 An Overview of
Research Supported Practices
Barbara Mitchell, Ph.D.MO SWPBS Tier 2/3 Consultant
Outcome
By the end of this session you will be able to…
• Identify and select interventions that fit the needs and context of students and staff. – Check-In/Check-Out – Social Skills Intervention Groups – Check & Connect – First Step to Success
MO SW-PBS
Three Levels of ImplementationA Continuum of Support for All
Tier One• All students• Preventive, proactive
Tier One• All settings, all students• Preventive, proactive
Tier Two • Some students (at-risk)• High efficiency• Rapid response
Tier Two• Some students (at-risk)• High efficiency• Rapid response
Tier Three• Individual Students• Assessment-based• High Intensity
Tier Three• Individual Students• Assessment-based• Intense, durable procedures
Academic Systems Behavioral Systems
MO SW-PBS
Key Features of Tier 2
• Standard identification process and criteria.
• A bank of research-based interventions that are continuously available and matched to identified need and function of problem.
• Data used to monitor progress and make decisions.
MO SW-PBS
Purpose of Tier 2
• Provide interventions to support approximately 15% of the student population who are at risk, but not currently engaging in severe problem behavior
Walker & Horner, 1996; Crone, Hawken & Horner, 2010, p. 7
MO SW-PBS
Purpose of Tier 2
• Not all students require an intensive, individualized intervention
• Research-based interventions can be effective in preventing severe problem behavior
• Group-based interventions allow use of fewer resources while still providing positive effect
MO SW-PBS
The Behavior Education Program (BEP): A Daily Check-in/Check-out
Intervention (CICO)
Crone, Hawken, & Horner, 2010The Guilford Press
Crone, D. A., Hawken, L. S. & Horner, R. H. (2010). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: Guilford Press.
MO SW-PBS
Check-In/Check-Out
• Basic Cycle1. Morning check-in (Get Daily Progress Report)2. Regular teacher feedback throughout day3. End of day check-out
Tally and record pointsReceive recognition
4. Data collection & progress monitoring5. Take DPR home & return signed copy
MO SW-PBS
Wonderful Elementary School HAWK Program Helping a Winning Kid
Student Name ______________________ Date ________________
3 = 0-1 reminder 2 = 2 reminders 1 = 3+ reminders
Be Safe Keep hands &
feet to self
Be Respectful Follow
directions
Be Responsible Use materials appropriately
Teacher Initials
Success Notes
8:30 to Morning Break 3 2 1 3 2 1 3 2 1
Morning Break to Lunch 3 2 1 3 2 1 3 2 1
Lunch to Afternoon Break 3 2 1 3 2 1 3 2 1
Afternoon Break to Dismissal 3 2 1 3 2 1 3 2 1
Today’s Goal: 50% 55% 60% 65% 70% 75% 80%
Today’s Points _______ Points Possible ______Today’s Percent ______%
Parent/Guardian Signature ___________________________ I’m proud of you today because __________________________________________
Video Example
MO SW-PBS
What Resources Are Needed?
CICO Coordinator
Facilitator A
Student 1 Student 2
Facilitator B
Student 3 Student 4
MO SW-PBS
Check-In/Check-Out• Research supported practice– Decreases problem behavior– Effective for 60-75% of second tier, at-risk students– Schools can successfully implement– Less effective for students who do not find adult
attention reinforcing– Use of Functional Behavior Assessment can
enhance success
(Crone, Hawken & Horner, 2010, p. 11)
MO SW-PBS
Social Skills Intervention Group
Definitions & Best Practice
Example Manuals
Reasons for Social Skill Deficits
• Lack of knowledge• Lack of practice• Lack of cues• Lack of reinforcement• Presence of competing problem behaviors
(Elliott and Gresham, 2008)
MO SW-PBS
Instructional Approach
Tell = Coaching
Show = Modeling
Do = Role Play
Practice = Rehearsal
Reinforce =
Feedback
MO SW-PBS
Preparation Phase
Establish Session Procedures
Plan for Generalization & Maintenance
Gather Lessons
Identify Common Deficits
MO SW-PBS
Implementation Phase
Notify Participants
Teach Skill Lessons
Monitor Progress
Evaluate Outcomes
MO SW-PBS
Video Example
MO SW-PBS
Check & Connect A Student Engagement Intervention
University of MinnesotaInstitute on Community Integration
MO SW-PBS
Intervention Manual - 2012
MO SW-PBS
What is Check & Connect?Four components =1.A mentor who works with students and
families for a minimum of 2 years,
2.Regular “checks” using school data
3.Timely and individualized intervention - “connect”
4.Engagement with families
MO SW-PBS
What is Check & Connect?
Three Core Elements (fundamental principles)– Relationships• Focus on alterable variables• Personalized, data-based intervention• Long-term commitment• Participation in and affiliation with school
– Problem solving & capacity building– Persistence-Plus
MO SW-PBS
All Students Get “Check”
Systematic Data Collection & Recording
All Students Get “Connect”
Basic• Share “check” data• Provide feedback• Discuss Importance of school• Teach Problem solving
Intensive• Basic + Individualized, additional
supports determined by need.
MO SW-PBS
Video Example
• Center for Adolescent Research in Schools (CARS) – training video
MO SW-PBS
Resources Needed
Coordinator
Mentor 1
Student A Student B
Mentor 2
Student C Student D
Mentor 3
Student E Student F
MO SW-PBS
Resources
*U.S. Department of Education Institute of Education Sciences
What Works Clearinghouse
• Web = http://ies.ed.gov/ncee/wwc/
MO SW-PBS
Resources
*Institute on Community IntegrationUniversity of Minnesota
• Web = http://ici.umn.edu/checkandconnect
• Publications = Check & Connect: A comprehensive student engagement intervention (manual; cost is $50)
MO SW-PBS
First Step to SuccessHelping Young Children Overcome Antisocial Behavior
Walker, Golly, Severson, Kavanaugh, Stiller, & Feil
First Step to Success
• Early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns.
• Behavior coach works with …– Student, Class Peers, & Teacher– Parents
Friday, 9:45-11:00, Salon AMO SW-PBS
OutcomeBy the end of this session you will be able to…
• Identify and select interventions that fit the needs and context of students and staff in your setting. – Check-In/Check-Out – Social Skills Intervention Groups – Check & Connect – First Step to Success
MO SW-PBS
Contact Information & Resources
• Intervention Manuals • Web Sites– http://pbismissouri.org/teams/tier-2-workbook– http://ies.ed.gov/ncee/wwc/– http://ici.umn.edu/checkandconnect– http://firststeptosuccess.org/
MO SW-PBS